<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2007-5057</journal-id>
<journal-title><![CDATA[Investigación en educación médica]]></journal-title>
<abbrev-journal-title><![CDATA[Investigación educ. médica]]></abbrev-journal-title>
<issn>2007-5057</issn>
<publisher>
<publisher-name><![CDATA[Universidad Nacional Autónoma de México, Facultad de Medicina]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2007-50572021000400061</article-id>
<article-id pub-id-type="doi">10.22201/fm.20075057e.2021.40.21365</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Análisis de pruebas de opción múltiple en carreras de la salud de la Universidad Mayor]]></article-title>
<article-title xml:lang="en"><![CDATA[Item analysis of multiple choice question tests in undergraduate health programs of Universidad Mayor]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Giaconi]]></surname>
<given-names><![CDATA[Elisa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Bazán]]></surname>
<given-names><![CDATA[María Elisa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Castillo]]></surname>
<given-names><![CDATA[Manuel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Hurtado]]></surname>
<given-names><![CDATA[Amelia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rojas]]></surname>
<given-names><![CDATA[Héctor]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Giaconi]]></surname>
<given-names><![CDATA[Valentina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Guiraldes]]></surname>
<given-names><![CDATA[Ernesto]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Mayor Facultad de Ciencias Oficina de Educación en Ciencias de la Salud]]></institution>
<addr-line><![CDATA[Santiago ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Mayor Facultad de Ciencias ]]></institution>
<addr-line><![CDATA[Santiago ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad de O&#8217;Higgins Instituto de Ciencias de la Educación ]]></institution>
<addr-line><![CDATA[Rancagua ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidad Mayor Facultad de Ciencias Escuela de Medicina]]></institution>
<addr-line><![CDATA[Santiago ]]></addr-line>
<country>Chile</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2021</year>
</pub-date>
<volume>10</volume>
<numero>40</numero>
<fpage>61</fpage>
<lpage>69</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-50572021000400061&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-50572021000400061&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-50572021000400061&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Introducción:  La Facultad de Ciencias de la Universidad Mayor utiliza regularmente pruebas de opción múltiple (POM) en la evaluación del aprendizaje en estudiantes de pregrado. Desde hace 10 años estas pruebas son corregidas con sistemas automáticos; esto permitió generar un diagnóstico global de las POM utilizadas.  Objetivo:  Analizar el índice de dificultad, el de discriminación, el coeficiente de fiabilidad y los distractores de las POM aplicadas en las distintas carreras de la salud y corregidas de manera automatizada y centralizada en la Facultad de Ciencias de la Universidad Mayor, en el periodo 2013-2017.  Método:  Para este estudio cuantitativo, descriptivo, no experimental, transversal y retrospectivo, de 2,640 pruebas corregidas por lector óptico, aplicadas por 7 carreras de la salud, se seleccionaron aleatoriamente 337 por muestreo probabilístico estratificado con selección sistemática. Se estimaron indicadores psicométricos en el marco de la Teoría Clásica de Test y se utilizó el test de ANOVA para la comparación entre carreras.  Resultados:  Los índices de dificultad, de discriminación y el coeficiente de fiabilidad presentan promedios de 68%, 0.23 y 0.50 respectivamente. Se observaron diferencias significativas entre carreras en los índices de dificultad y discriminación. En relación a los distractores, en promedio, 1.51 distractores son funcionales (1.52 para preguntas de cuatro alternativas, y 1.49 para preguntas de cinco alternativas).  Conclusiones:  Los resultados develan situaciones críticas en evaluación de los aprendizajes, que demandan profundizar la reflexión de directivos y docentes de las distintas carreras para asegurar la validez y calidad de las POM.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  Introduction:  Multiple-choice question tests (MCTs) are widely used to assess undergraduate students&#8217; learning at the Health Sciences Schools (HSS) of our Universidad Mayor. In the last decade, the process of checking MCQs has been accomplished by optical mark recognition. This fact allowed this research study to obtain a diagnostic vision of the quality of this process.  Objective:  To analyze the difficulty, discrimination, reliability and distractors of MCTs applied in seven HSS of Universidad Mayor during the 2013-2017 period.  Method:  For this quantitative, descriptive, non-experimental, cross-sectional, and retrospective study, of the population of tests under study, i.e. 2640 MCTs, 337 were randomly selected by stratified probabilistic sampling with systematic selection. Psychometric indicators were estimated from the framework of Classical Test Theory. ANOVA tests were used to compare between programs.  Results:  For item difficulty, item discrimination, and reliability coefficient, the respective means were: 68%, 0.23 and 0.50. Only for item difficulty and discrimination were there significant differences among the participating HSS. Regarding distractors, on average, 1,51 distractors were found to be functional (1,52 for items with four choices and 1,49 for items with five choices).  Conclusions:  These results reveal that there is considerable room for improvement in the application of MCTs in the assessment of students&#8216; learning in our HSS. An in-depth reflection between faculty and university authorities should be carried out to ensure the future validity inferences and quality of MCTs.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Medición educacional]]></kwd>
<kwd lng="es"><![CDATA[preguntas de exámenes]]></kwd>
<kwd lng="es"><![CDATA[psicometría]]></kwd>
<kwd lng="es"><![CDATA[control de calidad]]></kwd>
<kwd lng="es"><![CDATA[formación médica de pregrado]]></kwd>
<kwd lng="en"><![CDATA[Educational measurement]]></kwd>
<kwd lng="en"><![CDATA[examination questions]]></kwd>
<kwd lng="en"><![CDATA[psychometrics]]></kwd>
<kwd lng="en"><![CDATA[quality control]]></kwd>
<kwd lng="en"><![CDATA[undergraduate medical education]]></kwd>
</kwd-group>
</article-meta>
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